Think about what you learned from your assigned reading and study this week. Share your thoughts by answering the following questions.
1. In your own words, how do you think the theories you learned about are interrelated and why they are important in designing visuals effectively.
2. Which example(s) of visuals presented in the text did you find most valuable or compelling? Why?
3. Scenario: A colleague has just asked you what you learned this week in visual design class. Formulate a response that incorporates the 3 most important things you feel you have learned: the 3 most important "take aways" you got from your study this week. You are welcome to use terminology, concepts, and ideas from your book and the Internet sites, BUT synthesize ideas rather than just repeat or quote them (NO quotes please!), and put your ideas in your own words.
Brittany Bright (1) All of the theories discussed have contributed to what is believed to create effective, well-designed visuals for aiding the students in learning. Many instructors make the mistake of assuming that if they use a PowerPoint presentation it meets the needs of visual learners, but in often cases are incorrect. The theories discussed in this week’s reading lay out the different methods and their purpose in the development of visuals for aiding learning. These theories explained the use of too much or too little information, chunking information, the travel of information through memory, verbal and visual “compartments” of memory, the focusing, switching, and dividing of attention, and the use of selection, organization, and integration. These different theories lay out a general framework for the design and development of visuals for students. (2) In this week’s reading, I think the most valuable or compelling use o a visual for me was on page 59, the Baddeley’s Episodic Buffer Theory. It was a complex theory and the image allowed me to get a better grasp of what was being explained. Another very usual visual was on page 53, the Cognitive Load Theory. The use of red and the strawberry was useful in explaining how students might use “chunking.” (3) I learned many things from this week’s lesson; however, 3 of the most important takeaways were as follows: a. The multiple theories used to design and develop effective visuals i. Cognitive Load Theory 1. Levels of complexity 2. Noisy information (i.e. font usage) 3. Chunking, sequencing, and analogies ii. Information Processing Theory 1. How information travels through the different memory “compartments” iii. Pavio’s Dual Coding Theory 1. Individual’s use of 2 “compartments” of memory – visual vs verbal iv. Baddeley’s Episodic Buffer Theory 1. Takes you through the travel of information through memory much like the Information Processing Theory; however, it adds how attention is divided, focused, and switched throughout the process b. Mayer’s Cognitive Theory i. Visuals need to support the cognitive processes of selection, organization, and integration using the previous theories c. One of the biggest obstacles that I currently face with developing visuals is where to start. The ACE chapter of reading this week really helped lay a foundation of where to start and how to get where I need to be with my visual design. This chapter also allowed for a better grasp on selection, organization, and integration, the 3 principles of design.
Marla Stubblefield
1. Each theory described within the chapters this week built upon one another. I find it especially helpful that the author summarizes, defines and summarizes again at the beginning and end of each chapter. It is important to know how the brain (memory) works with sensory, working and long term memory before we can understand why and how each theory, such as, CLT, IPT, Pavio and Baddeley’s theory work.
2. One example I found valuable was figure 3-5 regarding schema because it clearly visualizes the process of key triggers in our memory. Another example I found helpful was figure 3-2 describing memory theory and design tips. It breaks down the design theories and theorists into a memorable way.
3. This week we covered skills in visual literacy and the importance of visual communication, including, human factors, multimedia overload, theory, practice and design theories. The three most important “take aways” I gained from my studies this week were: 1) Just because one is a graphic designer or technologically savvy individual, does not mean that individual creates effective teaching materials. 2) Our brains (memory) process information both verbally and visually. It is important to use this knowledge when creating educational materials for learners. 3) The use of the ACE (analyze, create, evaluate)and PAT (principles, actions, and tools)model help instructional designers to be successful in their design process.
Jennifer Duncan 1. In my opinion, I feel that these theories all go hand in hand. Since I have not had a background in visual design, I’m amazed at all the different theories that we are learning about. I never imagined there would be that many different theories regarding this subject. After reading about all the different theories and layout designs, I think it is important for the presenter to know who their audience is and what layouts will best meet their needs. The different styles of layouts makes it easier for the audience to understand the presentation material. 2.I feel that the visual example that is most valuable to me is the Schema (Figure 3.5). It seems like it is the easiest visual to understand and by utilizing a flow chart that leaves less room for text and the learner focuses mainly on the event and the date. 3. The 3 main take-away items that I learned from the readings this week were: 1. Learning what your job is as the designer and clue in to the learner’s cues for short-term and long-term memory 2. The importance of the Three Design Principles: Selection, Organization, and Integration and how they relate to the learners memory. 3. ACE: Analyze, Create, and Evaluate. By using this process I will be able to create instructional visuals that will better meet the needs of the audience that I am presenting for.
Chuck Baukal 1. The theories on visual literacy we are learning about are interrelated because they are focused on what’s best for the learner, not for the designer. For example, the temporal contiguity principle means it is better to put related text and graphics together on one slide rather than on multiple slides. It might be easier and more convenient for the designer to put graphics on one slide and text on another, and maybe even more space efficient. Another example is the individual differences principle where the visuals should be tailored, for example, to the prior knowledge and spatial ability of the learners. Again, it would easier for the designer to just design the visuals for the “average” learner, rather than be concerned about the characteristics of the learners. The theories cause the designer to look at visuals through the eyes of the learner. 2. One example I especially liked was the Before and After of the scanner on p. 33. While the Before has the basic information, it is not very effective if the learner does not understand what the squiggly line means (which is a likely possibility). The After is much better and easier to understand and actually difficult to misunderstand. With a little more work and thought, the graphic went from marginal to excellent which is a good lesson for the visual designer. The problem is that sometimes it is hard to put yourself in the place of the learner since you know what you are trying to convey. This is where the recommendation from Lohr to keep visuals simple, even if it is possible to put in something fancy like an animation which may be fun and more satisfying for the designer but less effective for student learning. 3. One important visual design concept is that we (my colleague and I) engineers often fall into technocentric thinking which means we try to use the latest and greatest technology for training, with little thought about what is best for the learner. It is easy to assume that the more advanced the technology the better, but this is not always the case as it can sometimes be distracting to the learner and may actually reduce learning. Another important concept is to “just do it” and create visuals without necessarily having a solid, well-thought-out plan. Assume that you will be making revisions from the outset, rather than trying to create the perfect visual on the first try. A third important principle is to resist the temptation to include extraneous design elements. I remember a presentation I did some years ago on the topic of ghost NOx which was about the creation of the chemical NOx by an unknown mechanism. I put a picture or clipart of a ghost on every slide. While the ghosts were a metaphor for the process, they were extraneous to the actual topic. One ghost at the beginning would have sufficed. Ghosts on every page were probably distracting as the audience probably anticipated what type of ghost would be on the next slide without paying much attention to the content.
Ephanie DeBey 1. These theories build upon one another. By integrating these theories, the designer will know what to check and/or look for in their designs. They also help a designer to make sure they are delivering a great end product focused on the client/learner. Together they help one create a clear, concise visual that is easily understood and processed.
2. I found Figure 2-3 to be a great example of before and after. I liked that in the after they identified that the device was a scanner. This may be something a daily user would take for granted. I also thought the words were much more clear than the squiggly line. If I had only seen the before, I guarantee that I would be scanning my documents twice due to the confusion on which way was up!
3. My three most important points are: a. Just Do It! - I create a lot of flyers at work for different events. Often times I have a hard time getting started on them from a lack of direction. First off, it's important to just get started on it. I need to remind myself that the first version doesn't need to be perfect. I like the four rules in this section to remind me to not take it so seriously. b. The Three design principles: Selection, Organization, & Integration - Remembering these will help me get started on a project with a clear understand of what needs to be included and how to arrange them in an easily readable and informative manner. c. Take out visuals that don't mean or add anything! It's just so appealing to add graphics or extras to fill space. I know these aren't necessary and according to the reading may actually confuse your audience.
1. In your own words, how do you think the theories you learned about are interrelated and why they are important in designing visuals effectively.
2. Which example(s) of visuals presented in the text did you find most valuable or compelling? Why?
3. Scenario: A colleague has just asked you what you learned this week in visual design class. Formulate a response that incorporates the 3 most important things you feel you have learned: the 3 most important "take aways" you got from your study this week. You are welcome to use terminology, concepts, and ideas from your book and the Internet sites, BUT synthesize ideas rather than just repeat or quote them (NO quotes please!), and put your ideas in your own words.
Brittany Bright
(1) All of the theories discussed have contributed to what is believed to create effective, well-designed visuals for aiding the students in learning. Many instructors make the mistake of assuming that if they use a PowerPoint presentation it meets the needs of visual learners, but in often cases are incorrect. The theories discussed in this week’s reading lay out the different methods and their purpose in the development of visuals for aiding learning. These theories explained the use of too much or too little information, chunking information, the travel of information through memory, verbal and visual “compartments” of memory, the focusing, switching, and dividing of attention, and the use of selection, organization, and integration. These different theories lay out a general framework for the design and development of visuals for students.
(2) In this week’s reading, I think the most valuable or compelling use o a visual for me was on page 59, the Baddeley’s Episodic Buffer Theory. It was a complex theory and the image allowed me to get a better grasp of what was being explained. Another very usual visual was on page 53, the Cognitive Load Theory. The use of red and the strawberry was useful in explaining how students might use “chunking.”
(3) I learned many things from this week’s lesson; however, 3 of the most important takeaways were as follows:
a. The multiple theories used to design and develop effective visuals
i. Cognitive Load Theory
1. Levels of complexity
2. Noisy information (i.e. font usage)
3. Chunking, sequencing, and analogies
ii. Information Processing Theory
1. How information travels through the different memory “compartments”
iii. Pavio’s Dual Coding Theory
1. Individual’s use of 2 “compartments” of memory – visual vs verbal
iv. Baddeley’s Episodic Buffer Theory
1. Takes you through the travel of information through memory much like the Information Processing Theory;
however, it adds how attention is divided, focused, and switched throughout the process
b. Mayer’s Cognitive Theory
i. Visuals need to support the cognitive processes of selection, organization, and integration using the previous theories
c. One of the biggest obstacles that I currently face with developing visuals is where to start. The ACE chapter of reading this week really helped lay a foundation of where to start and how to get where I need to be with my visual design. This chapter also allowed for a better grasp on selection, organization, and integration, the 3 principles of design.
Marla Stubblefield
1. Each theory described within the chapters this week built upon one another. I find it especially helpful that the author summarizes, defines and summarizes again at the beginning and end of each chapter. It is important to know how the brain (memory) works with sensory, working and long term memory before we can understand why and how each theory, such as, CLT, IPT, Pavio and Baddeley’s theory work.
2. One example I found valuable was figure 3-5 regarding schema because it clearly visualizes the process of key triggers in our memory. Another example I found helpful was figure 3-2 describing memory theory and design tips. It breaks down the design theories and theorists into a memorable way.
3. This week we covered skills in visual literacy and the importance of visual communication, including, human factors, multimedia overload, theory, practice and design theories. The three most important “take aways” I gained from my studies this week were:
1) Just because one is a graphic designer or technologically savvy individual, does not mean that individual creates effective teaching materials.
2) Our brains (memory) process information both verbally and visually. It is important to use this knowledge when creating educational materials for learners.
3) The use of the ACE (analyze, create, evaluate)and PAT (principles, actions, and tools)model help instructional designers to be successful in their design process.
Jennifer Duncan
1. In my opinion, I feel that these theories all go hand in hand. Since I have not had a background in visual design, I’m amazed at all the different theories that we are learning about. I never imagined there would be that many different theories regarding this subject. After reading about all the different theories and layout designs, I think it is important for the presenter to know who their audience is and what layouts will best meet their needs. The different styles of layouts makes it easier for the audience to understand the presentation material.
2. I feel that the visual example that is most valuable to me is the Schema (Figure 3.5). It seems like it is the easiest visual to understand and by utilizing a flow chart that leaves less room for text and the learner focuses mainly on the event and the date.
3. The 3 main take-away items that I learned from the readings this week were:
1. Learning what your job is as the designer and clue in to the learner’s cues for short-term and long-term memory
2. The importance of the Three Design Principles: Selection, Organization, and Integration and how they relate to the learners memory.
3. ACE: Analyze, Create, and Evaluate. By using this process I will be able to create instructional visuals that will better meet the needs of the audience that I am presenting for.
Chuck Baukal
1. The theories on visual literacy we are learning about are interrelated because they are focused on what’s best for the learner, not for the designer. For example, the temporal contiguity principle means it is better to put related text and graphics together on one slide rather than on multiple slides. It might be easier and more convenient for the designer to put graphics on one slide and text on another, and maybe even more space efficient. Another example is the individual differences principle where the visuals should be tailored, for example, to the prior knowledge and spatial ability of the learners. Again, it would easier for the designer to just design the visuals for the “average” learner, rather than be concerned about the characteristics of the learners. The theories cause the designer to look at visuals through the eyes of the learner.
2. One example I especially liked was the Before and After of the scanner on p. 33. While the Before has the basic information, it is not very effective if the learner does not understand what the squiggly line means (which is a likely possibility). The After is much better and easier to understand and actually difficult to misunderstand. With a little more work and thought, the graphic went from marginal to excellent which is a good lesson for the visual designer. The problem is that sometimes it is hard to put yourself in the place of the learner since you know what you are trying to convey. This is where the recommendation from Lohr to keep visuals simple, even if it is possible to put in something fancy like an animation which may be fun and more satisfying for the designer but less effective for student learning.
3. One important visual design concept is that we (my colleague and I) engineers often fall into technocentric thinking which means we try to use the latest and greatest technology for training, with little thought about what is best for the learner. It is easy to assume that the more advanced the technology the better, but this is not always the case as it can sometimes be distracting to the learner and may actually reduce learning. Another important concept is to “just do it” and create visuals without necessarily having a solid, well-thought-out plan. Assume that you will be making revisions from the outset, rather than trying to create the perfect visual on the first try. A third important principle is to resist the temptation to include extraneous design elements. I remember a presentation I did some years ago on the topic of ghost NOx which was about the creation of the chemical NOx by an unknown mechanism. I put a picture or clipart of a ghost on every slide. While the ghosts were a metaphor for the process, they were extraneous to the actual topic. One ghost at the beginning would have sufficed. Ghosts on every page were probably distracting as the audience probably anticipated what type of ghost would be on the next slide without paying much attention to the content.
Ephanie DeBey
1. These theories build upon one another. By integrating these theories, the designer will know what to check and/or look for in their designs. They also help a designer to make sure they are delivering a great end product focused on the client/learner. Together they help one create a clear, concise visual that is easily understood and processed.
2. I found Figure 2-3 to be a great example of before and after. I liked that in the after they identified that the device was a scanner. This may be something a daily user would take for granted. I also thought the words were much more clear than the squiggly line. If I had only seen the before, I guarantee that I would be scanning my documents twice due to the confusion on which way was up!
3. My three most important points are:
a. Just Do It! - I create a lot of flyers at work for different events. Often times I have a hard time getting started on them from a lack of direction. First off, it's important to just get started on it. I need to remind myself that the first version doesn't need to be perfect. I like the four rules in this section to remind me to not take it so seriously.
b. The Three design principles: Selection, Organization, & Integration - Remembering these will help me get started on a project with a clear understand of what needs to be included and how to arrange them in an easily readable and informative manner.
c. Take out visuals that don't mean or add anything! It's just so appealing to add graphics or extras to fill space. I know these aren't necessary and according to the reading may actually confuse your audience.